The Impact of Personality Traits on Academic Success: A Comparative Study Across Educational Contexts
Keywords:
Personality traits, Conscientiousness, Emotional stability, Academic success, Educational context, Adolescence, Family influence, Peer relationshipsAbstract
This study explores the significant impact of personality traits on academic success across various educational contexts. The study is conducted using a comparative qualitative approach based on an analysis of secondary data collected from different countries. The study identified three main sub-variables influencing personality traits: (1) personality development, (2) educational context, and (3) in context. Positive teacher-student relationships and nurturing family environments are essential in promoting students' academic success and personal growth. The findings highlight the importance of a comprehensive support system involving family, peers, and educational institutions in maximizing adolescents’ personality development and academic outcomes
References
Addo, P. C., Fang, J., Kulbo, N. B., Gumah, B., Dagadu, J. C., & Li, L. (2021). Violent video games and aggression among young adults: the moderating effects of adverse environmental factors. Cyberpsychology, Behavior, and Social Networking, 24(1), 17-23
Amsaveni, K., & Pugalenthi, N. (2022). A Study on the Relationship among Emotional Intelligence, Personality and Academic Achievement of XI Standard Students in Coimbatore District-Tamil Nadu (Doctoral dissertation, Sri Ramakrishna Mission Vidyalaya College of Education).
Banasik-Jemielniak, N. B. J. N., & Kałowski, P. K. P. (2022). Socio-cultural and individual factors in verbal irony use and understanding: What we know, what we don’t know, what we want to know. Review of Communication Research, 10.
Bastianello, M. R., Pacico, J. C., & Hutz, C. S. (2020). Personality and academic performance: The role of emotional stability and agreeableness. Revista de Psicologia y Educacion, 15(1), 57-66.
Baumert, A., Schmitt, M., Perugini, M., Johnson, W., Blum, G., Borkenau, P., ... & Wrzus, C. (2017). Integrating personality structure, personality process, and personality development. European Journal of Personality, 31(5), 503-528.
Bawasi-Jemieliak, N., et al. (2022). Assertiveness and Education in New Zealand. Journal of Educational Leadership.
Bielaczyc, K., & Collins, A. (2013). Learning communities in classrooms: A reconceptualization of educational practice. In Instructional-design theories and models (pp. 269-292).
Bonem, E. M., Fedesco, H. N., & Zissimopoulos, A. N. (2020). What you do is less important than how you do it: the effects of learning environment on student outcomes. Learning Environments Research, 23(1), 27-44.
Brown, B. B., & Larson, R. W. (2020). Peer relationships in adolescence. In Handbook of adolescent psychology (pp. 74-103). John Wiley & Sons.
Bukowski, W. M., Buhrmester, D., & Underwood, M. K. (2011). Peer relations as a developmental context. Social development: Relationships in infancy, childhood, and adolescence, 153-179.
Caprara, G. V., Alessandri, G., & Eisenberg, N. (2017). Prosociality: The contribution of traits, values, and self-efficacy beliefs. Journal of Personality and Social Psychology, 114(4), 607-620.
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British journal of educational psychology, 81(1), 78-96.
Credé, M., Tynan, M. C., & Harms, P. D. (2016). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492-511.
Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute.
Di Fabio, A., & Palazzeschi, L. (2015). Beyond fluid intelligence and personality traits in scholastic success: Trait emotional intelligence. Learning and Individual Differences, 40, 121-126.
Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225-241.
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (2013). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. Adolescents and Their Families, 74-85.
Eke, O., et al. (2014). Education, Collaboration, and National Development in Nigeria. African Journal of Education.
El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2019). Parent involvement and children's academic and social development in elementary school. Child Development, 81(3), 988-1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x
Ercan, H. (2017). The relationship between resilience and the big five personality traits in emerging adulthood. Eurasian Journal of Educational Research, 17(70), 83-103.
Fresco, P. (2017). Emotional Regulation and Social Success in Japan. Journal of Cultural Psychology.
Garcia, O. F., Fuentes, M. C., Gracia, E., Serra, E., & Garcia, F. (2020). Parenting warmth and strictness across three generations: Parenting styles and psychosocial adjustment. International Journal of environmental research and public health, 17(20), 7487.
Gerhart, J. I., Canetti, D., & Hobfoll, S. E. (2015). Traumatic stress in overview: Definition, context, scope, and long-term outcomes. Traumatic stress and long-term recovery: Coping with disasters and other negative life events, 3-24.
Gifford Jr, A. (2002). Emotion and self-control. Journal of Economic Behavior & Organization, 49(1), 113-130.
Gupta, D., & Thapliyal, G. (2015). A Study of Prosocial Behaviour and Self Concept of Adolescents. Journal on Educational Psychology, 9(1), 38-45.
Herrera, L., Al-Lal, M., & Mohamed, L. (2020). Academic achievement, self-concept, personality and emotional intelligence in primary education. Analysis by gender and cultural group. Frontiers in psychology, 10, 3075.
Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of educational research, 86(2), 531-569.
Hopson, L. M., & Lee, E. (2015). Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high schools. Children and Youth Services Review, 51, 1-9.
Jackson, K. T., Burgess, S., Toms, F., & Cuthbertson, E. L. (2018). Community engagement: Using feedback loops to empower residents and influence systemic change in culturally diverse communities. Global Journal of Community Psychology Practice, 9(2).
Jaser, M., et al. (2022). Conscientiousness and academic achievement: The role of self-control and openness. Journal of Personality and Social Psychology.
Kausar, R., & Afaq, U. (2024). The Effects of Parenting Styles on Child Development. Jahan-e-Tahqeeq, 7(2), 856-866.
Kim, L. E., Poropat, A. E., & MacCann, C. (2016). Conscientiousness in education: Its conceptualization, assessment, and utility. Psychosocial skills and school systems in the 21st century: Theory, research, and practice, 155-185.
Klik, K. A., Cárdenas, D., & Reynolds, K. J. (2023). School climate, school identification and student outcomes: A longitudinal investigation of student well‐being. British Journal of Educational Psychology, 93(3), 806-824.
Kumar, R., & Lauermann, F. (2018). Cultural beliefs and instructional intentions: Do experiences in teacher education institutions matter?. American Educational Research Journal, 55(3), 419-452.
Kumar, R., & Sharma, P. (2018). Predicting academic performance through conscientiousness: An examination of the role of motivation and procrastination. Journal of Educational Psychology, 13(3), 98-106.
Lee, P. J., & Wu, T. Y. (2022). Mining relations between personality traits and learning styles. Information Processing & Management, 59(5), 103045.
Mammadov, S. (2022). Big Five personality traits and academic performance: A meta-analysis. Journal of Personality, 90(2), 222-238.
Mammadov, S., Cross, T. L., & Ward, T. J. (2018). The Big Five personality predictors of academic achievement in gifted students: Mediation by self-regulatory efficacy and academic motivation. High Ability Studies, 29(2), 111-133.
McLaughlin, K. A., Basu, A., Walsh, K., Slopen, N., Sumner, J. A., Koenen, K. C., & Keyes, K. M. (2017). Childhood exposure to violence and chronic physical conditions in a nationally representative sample of US adolescents.
Morrissey, T. W., Hutchison, L., & Winsler, A. (2014). Family income, school attendance, and academic achievement in elementary school. Developmental Psychology, 50(3), 741-753.
Munjirin, A., Pahlevi, F., Karmiyati, D., & Assakinah, N. F. (2023). Relationship Between Neuroticism Personality And Academic Performance. Amandemen: Journal of Learning, Teaching and Educational Studies, 1(2), 51-61.
Nitonde, R., & Nandapurkar, V. (2014). Soft skills and personality development. In National Level Seminar on Soft Skills and Personality Development. Retrieved from https://www. researchgate. net/publication/269390471_Soft_Skills_and_Personality_Development.
Oder, T., & Eisenschmidt, E. (2018). Teachers’ perceptions of school climate as an indicator of their beliefs of effective teaching. Cambridge Journal of Education, 48(1), 3-20.
O'Reilly, M., Dogra, N., Whiteman, N., & Hughes, J. (2018). Addressing mental health in schools: How school staff manage students with emotional and behavioural difficulties. Pastoral Care in Education, 36(3), 192-206
Rodriguez, C. M. (2020). Parenting styles and child behavior: Authoritative parenting and developmental outcomes. Journal of Child Psychology, 45(2), 345-360. https://doi.org/10.1016/j.cdp.2020.01.004
Silke, C., Brady, B., Boylan, C., & Dolan, P. (2018). Factors influencing the development of empathy and pro-social behaviour among adolescents: A systematic review. Children and Youth Services Review, 94, 421-436.
Slobodskaya, H. R. (2021). Klimstra, T. A. (2013). Adolescent personality development and identity formation. Child Development Perspectives, 7(2), 80-84. https://doi.org/10.1111/cdep.12017 Luan, Z., Hutteman, R.,
Spengler, M., Brunner, M., Martin, R., & Lüdtke, O. (2016). The role of personality in predicting (change in) students’ academic success across four years of secondary school. European Journal of Psychological Assessment.
Spielmann, J., Yoon, H. J. R., Ayoub, M., Chen, Y., Eckland, N. S., Trautwein, U., ... & Roberts, B. W. (2022). An in-depth review of conscientiousness and educational issues. Educational Psychology Review, 34(4), 2745-2781.
Suyo-Vega, J. A., Meneses-La-Riva, M. E., & Fernández-Bedoya, V. H. (2023). Emotional Intelligence of University Students in Latin America: A Systematic Review of the Scientific Literature Published in Spanish Between 2015 and 2021. Journal of Higher Education Theory and Practice, 23(8).
Swanson, R. A. (2022). Foundations of human resource development. Berrett-Koehler Publishers.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2017). A review of school climate research. Review of Educational Research, 83(3), 357-385.
Triandis, H. C. (2018). Individualism and collectivism.
Wang, H., Liu, Y., Wang, Z., & Wang, T. (2023). The influences of the Big Five personality traits on academic achievements: Chain mediating effect based on major identity and self-efficacy. Frontiers in psychology, 14, 1065554.
Wang, M. T., & Eccles, J. S. (2016). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 43, 34-44. https://doi.org/10.1016/j.learninstruc.2016.01.008
Weisfeld, C. (2014). Education and Emotional Development in Japan. International Review of Educational Studies.
Weisfeld, C. (2020). Education and National Development in Chile. Journal of Educational Studies.
Wentzel, K., Russell, S., & Baker, S. (2014). Peer relationships and positive adjustment at school. In Handbook of positive psychology in schools (pp. 260-277).
Zhang, X., Yan, Q., & Xin, T. (2018). The influence of authoritative parenting on academic achievement: The role of family environment. Journal of Educational Research, 61(1), 12-24. https://doi.org/10.1016/j.jedurev.2018.01.006
Zhao, Y. (2018). What works may hurt—Side effects in education. Teachers College Press.
Zysberg, L., & Schwabsky, N. (2021). School climate, academic self-efficacy and student achievement. Educational Psychology, 41(4), 467-482.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Gadra Baylon, Linrose L. Orge, Regina P. Galigao (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
